Thesis (M.S.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph.D.) -- McMaster University, 1998. / Includes bibliographical references (leaves 112-124). Also available via World Wide Web.

Thesis (Ph. D.)--University of Washington, 1994. / Vita. Includes bibliographical references (leaves [193]-200).

Thesis (M.A.)--Texas State University-San Marcos, 2008. / Vita. Appendix: leaves 83-100. Includes bibliographical references (leaves 101-116). Also available on microfilm.

Thesis (Ph. D.)--Drexel University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 51-57).

This study evaluated the treatment components of a conversation based Behavioral Skills Training (BST) package used to teach conversation skills to three young adults with developmental disabilities via a component analysis. Following each component, participant's performance was compared to a task analysis that included both vocal and non-vocal conversation skills, such as making comments related to the conversation topic, maintaining eye contact, maintaining and appropriate distance from the conversation partner. The components of the BST package included instructions, modeling of an appropriate conversation, rehearsal, rehearsal with feedback, in-situ training with feedback provided to the participants in a private observation room, and in-situ training with feedback plus reinforcement. The results indicated that different components were correlated with acquisition of the conversation skills for each participant. Implications of the results and areas for future research are discussed.

Observational learning has been defined as the learning of new responses that occurs as a result of observing the responding of a model and the consequences that this responding produces (Catania, 2007; Taylor & DeQuinzio, 2012). The following study compared the effectiveness of a peer and staff model for teaching four adults with intellectual and developmental disabilities a new response chained task. An alternating treatment design, counterbalanced across subjects was used to evaluate the effects of each modeling condition. Results indicated that all four adults learned the skill with fewer sessions by observing the peer model. Following acquisition of each task, the degree of generalization and maintenance of responding was also evaluated. Implications and directions for future research are further discussed.

The present study used a multiple probe design to examined the effectiveness of a Behavioral Skills Training (BST) package that included a discrimination component for teaching two male adults with developmental disabilities pedestrian crossing skills. Each participant was evaluated on his ability to perform the step from a behavior checklist, and to discriminate between car present and car not present conditions. Results suggest the BST package was effective at improving both participants' ability to safely and independently cross the street, and that they maintained most of the skills learned during maintenance probes in actual city traffic. Teaching pedestrian skills that include hazard discrimination can lead to a more independent lifestyle for individuals with disabilities. Other implications, limitations and suggestions for further research are discussed.

The microbiota-gut-brain axis is a multidirectional communication chain between the central and enteric nervous systems that relates brain function to peripheral intestinal functions. Gut microbiome composition is influential within the axis because different bacteria produce different shortchain fatty acid markers. Short-chain fatty acids can cross the blood-brain barrier to induce neuroinflammation and likely affect neural development. Autism spectrum disorder (ASD) is a neurodevelopmental disorder that has no defined etiology, cure, or therapeutic treatment. Neuroinflammation, microbiome alterations, and social deficits have been demonstrated in ASD. It is tempting to speculate that neuroinflammation caused by peripheral inflammation or microbiome products can induce abnormal brain development that results in social behavior deficits. However, to contribute to the previous statement a suitable animal model must be used. The current study uses three popular animal models that demonstrate social behavior deficits to determine if short-chain fatty acid profiles are different between the two models as well as a wild-type control strain. Fecal samples were collected from the following mouse strains between 90 and 120 days of development: C57BL/6J control mice, BTBR genetic knockout mice, C57BL/6J injected with valproic acid, and C57BL/6J injected with polycytidylic acid. The last two models were pregnant dams injected during day 11 of gestation. Short-chain fatty acid profiles were obtained from fecal samples to determine differences between the models. Percentages were obtained for the following short-chain fatty acids: acetic, propionic, isobutyric, butyric, isovaleric, and valeric acids. With this research, developmental cues that attribute to autism spectrum disorders may be better understood and, in the future, new preventative treatments may be advanced.

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